Exploring the Influence of Providing Context and User Roles in ChatGPT Conversations within Educational Settings
Saved in:
| Title: | Exploring the Influence of Providing Context and User Roles in ChatGPT Conversations within Educational Settings |
|---|---|
| Language: | English |
| Authors: | Nilay Muslu-Komurcu (ORCID |
| Source: | International Technology and Education Journal. 2025 9(2):25-34. |
| Availability: | International Technology and Education Journal. Available from: Sayim Aktay, Mugla Sitki Kocman University, Educational Faculty, Mentese, Mugla 48000, Turkey. Tel: +90 252 211 22 25; e-mail: itejjournal@gmail.com; Web site: http://itejournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Artificial Intelligence, Educational Environment, Context Effect, Role, Lesson Plans, Interaction, Transcripts (Written Records), Educational Research, Technology Uses in Education, Influences, Natural Language Processing |
| ISSN: | 2602-2885 |
| Abstract: | ChatGPT holds considerable promise for enhancing education; however, effectively leveraging its capabilities remains a challenge. Thus, the study aimed to explore the effective utilization of ChatGPT within educational settings. An exploratory case study was employed to analyze a ChatGPT-assisted lesson plan, interaction transcripts, and researcher notes. Inductive analysis revealed two central themes: context and user role. The first theme emphasized that ChatGPT's capability to comprehend context plays a pivotal role. The second theme highlighted that users should be mindful of the techniques and strategies required for effective engagement with ChatGPT. This study demonstrates ChatGPT's potential in supporting learning experiences while also pointing to its limitations. To address these, educators are encouraged to adopt tailored communication styles, iterative revision methods, and careful validation of the tool's outputs. The findings contribute to broader discussions about integrating AI into education, offering practical insights for educators and instructional designers aiming to incorporate ChatGPT effectively into their pedagogical practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495131 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1495131 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1495131 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Influence of Providing Context and User Roles in ChatGPT Conversations within Educational Settings – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nilay+Muslu-Komurcu%22">Nilay Muslu-Komurcu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7429-5142">0000-0002-7429-5142</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Technology+and+Education+Journal%22"><i>International Technology and Education Journal</i></searchLink>. 2025 9(2):25-34. – Name: Avail Label: Availability Group: Avail Data: International Technology and Education Journal. Available from: Sayim Aktay, Mugla Sitki Kocman University, Educational Faculty, Mentese, Mugla 48000, Turkey. Tel: +90 252 211 22 25; e-mail: itejjournal@gmail.com; Web site: http://itejournal.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: Audience Label: Intended Audience Group: Audnce Data: Practitioners – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Transcripts+%28Written+Records%29%22">Transcripts (Written Records)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Language+Processing%22">Natural Language Processing</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2602-2885 – Name: Abstract Label: Abstract Group: Ab Data: ChatGPT holds considerable promise for enhancing education; however, effectively leveraging its capabilities remains a challenge. Thus, the study aimed to explore the effective utilization of ChatGPT within educational settings. An exploratory case study was employed to analyze a ChatGPT-assisted lesson plan, interaction transcripts, and researcher notes. Inductive analysis revealed two central themes: context and user role. The first theme emphasized that ChatGPT's capability to comprehend context plays a pivotal role. The second theme highlighted that users should be mindful of the techniques and strategies required for effective engagement with ChatGPT. This study demonstrates ChatGPT's potential in supporting learning experiences while also pointing to its limitations. To address these, educators are encouraged to adopt tailored communication styles, iterative revision methods, and careful validation of the tool's outputs. The findings contribute to broader discussions about integrating AI into education, offering practical insights for educators and instructional designers aiming to incorporate ChatGPT effectively into their pedagogical practices. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1495131 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495131 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 25 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Role Type: general – SubjectFull: Lesson Plans Type: general – SubjectFull: Interaction Type: general – SubjectFull: Transcripts (Written Records) Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Influences Type: general – SubjectFull: Natural Language Processing Type: general Titles: – TitleFull: Exploring the Influence of Providing Context and User Roles in ChatGPT Conversations within Educational Settings Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nilay Muslu-Komurcu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2602-2885 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: International Technology and Education Journal Type: main |
| ResultId | 1 |
